postcards please take a postcard which you think illustrates or symbolise one or more of the...
TRANSCRIPT
Postcards
Please take a postcard which you think illustrates or symbolise one or more of the everyday life activities at your workplace
19-04-23 © L. Kragelund, L. Hybholt, NCK1
Læremuligheder i praksis
NERA’s 40th congress: Everyday life, education, and their transformations in a
nordic and global context8.-10. March 2012 Aarhus University
Copenhagen
Competence Development among Mentors: Small Everyday Life Activities - Great Learning Opportunities
19-04-23 © L. Kragelund, L. Hybholt, NCK 2
- a three year action research;- competence development among nurses,
who are mentors for student nurses;-120 mentors and education coordinators;- National Centre of Competence Development, Aarhus University
19-04-23 © L. Kragelund, L. Hybholt, NCK 3
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The purpose of the study was…
to develop regional psychiatric institutions as learning environments
1. by using the 'Windmill model' as a pedagogical tool in the education of students;
2. by developing nurses' competences as mentors (observe each others practice &
write logbooks about ones own practice);to develop concepts about workplace learning
4
The Windmill of Learning Students fall into one of these four quadrants depending on the situation they are in
Students by themselves
Students together with mentor
3.Individual consciousdisjuncture
4.Collectiveconsciousdisjuncture
1.Collectivenot-conscious disjuncture
2.Individualnot-consciousdisjuncture
Learn to be a nurse(professional socialisation)
Learn to perform nursing (develop professionalism)
Pseudo-everyday life activities
Disjuncture arises
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... when there is a disharmony between a person's previous experiences and the social situation he or she is in
Reference:e.g. Jarvis, P., 2005. Towards a philosophy of human learning. In: Jarvis P & Parker S (eds.). Human Learning. An holistic approach. London: Routledge
The Windmill of Learning Students fall into one of these four quadrants depending on the situation they are in
Students by themselves
Students together with mentor
3.Individual consciousdisjuncture
4.Collectiveconsciousdisjuncture
1.Collectivenot-conscious disjuncture
2.Individualnot-consciousdisjuncture
Learn to be a nurse(professional socialisation)
Learn to perform nursing (develop professionalism)
Pseudo-everyday life activities
Everyday life activities
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Everyday life consists of: regularly repeated activities, which are
structured by traditional norms and rules which we do not question;
Everyday life activities are:activities we know will work in specific
situations, because they have done so in similar situations.Reference:Heller, A. 1970/1984. Everyday Life. London & New York: Routledge & Kegan Paul
Pseudo-everyday life activities
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Pseudo-everyday life activities are: everyday life activities which take place in the context
of clinical psychiatry (or at other workplaces). In
that context the activities are unfamiliar to the students;
students are frequently assigned to assist with everyday life tasks and they do not know how to
act in such situations;
examples are: small talk, eating lunch, saying good morning,
entering a room Reference:Kragelund, L., 2006: Uddannelse til professionsbachelor I sygepleje. En kvalitativ undersøgelse af sygeplejestuderendes læreprocesser under deres kliniske uddannnelse I psykiatri. København. Danmarks Universitets Forlag
The Windmill of Learning Students fall into one of these four quadrants depending on the situation they are in
Students by themselves
Students together with mentor
3.Individual consciousdisjuncture
4.Collectiveconsciousdisjuncture
1.Collectivenot-conscious disjuncture
2.Individualnot-consciousdisjuncture
Learn to be a nurse(professional socialisation)
Learn to perform nursing (develop professionalism)
Pseudo-everyday life activities
Results
it was a learning process for mentors to utilise the learning potential in ‘pseudo-everyday life activities’;
they had to learn to use the Windmill model ; they had to get familiar with the concept of
‘pseudo-everyday life activities’; some mentors had to see ‘pseudo-everyday
life activities’ as instrumental (practical) nursing
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Conclusion
mentors have learnt to utilise the learning potential in ‘pseudo-everyday life activities’ at the workplaces;
the project showed little evidence about how and if the mentors gave students mentoring in relation to ‘pseudo-everyday life activities’;
a greater number of ‘pseudo-everyday life activities’ have emerged during the project, than were named in my previous research;
mentors use routinely the concept of ‘pseudo-everyday life activities’
the focus on ‘pseudo-everyday life activities’ has made it more clear to students, what psychiatric nursing is.
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To the point
"It has become more clear to me that it is in the small 'every day life activities' on the ward we have to look for the learning potential and go for them" [mentor 3, second focus group interview, line 842-846]
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Questions to discuss
what types of ’pseudo-everyday life activities’ are there at your workplace?;how do you use these pseudo-
everyday life activities as learning oppourtunities?;
if you do not use such learning oppourtunities, are you going to do
it after to day? If yes. How?
Presenters
Linda Kragelund, Associate Professor, PhD
&
Lisbeth Hybholt, PhD-student
National Centre of Competence Development
Aarhus University, Tuborgvej 164
2400 Copenhagen NV
E: [email protected] & [email protected]
www.ncfk.dk
“Learning in Psychiatry” Action Research Process
Phase 1Uncover ProblemsPlanning
Phase 2Implementing Actions
Phase 3Evaluating consequences of Actions
1st focus group interview
Seminar 1The ‘Windmill model’ introduced & used Seminar 3
Experiences shared
Seminar 4Preliminary results presented & Member checking undertaken
2nd focus group interview
Seminar 5Recommendations formulated
Student group 1•Employ Windmill model•Write logbook•Peer observation
Student group 2•Employ Windmill model•Write logbook•Peer observation
2008 2011
Data Analysis
Seminar 2Logbook & observation guide introduced
Seminar 6Results presented